Walla Walla Community College

Library ServicesAbout WAllA WAllA Community College 3

WWCC Mission & Goals 3WWCC Library Mission 3WWCC Values 4

Providing ComfortAble, sAfe librAry sPACes 5

the librAry’s ACtive instruCtionAl foCus 7

the librAry And our multiCulturAl World 11

ConneCting & CollAborAting With our Communities 13

Contributing leAdershiP And direCtion 14

interACting With students, fACulty And stAff 15

librAry stAff & misCellAneous 17

letters of reCommendAtion 18

About WAllA WAllA Community College Nestled within the scenic and agricultural sweeping hills and verdant valleys of southeastern Washington, Walla Walla Community College serves its rural population over a geographically widespread 4-county district. There are campuses located in Walla Walla and Clarkston, Washington. Additionally, WWCC provides instruction to correctional facilities located at the Washington State Penitentiary in Walla Walla and at the Coyote Ridge Corrections Center in Connell. The College provides a rich, innovative and high-quality affordable educational experience to approximately 4200 quarterly FTEs made up of full- and part-time students. The development of innovative programs such as the Institute for Enology and Viticulture, established in 2000, and the newest professional technical program, Wind Energy Technology keeps the college relevant and cutting edge. With graduation and transfer rates that are nearly 14% above the national average for community colleges, the college was launched into the national spotlight when it was named as one of ten finalists for the Aspen Prize for Community College Excellence to be awarded in December 2011. It is with pride in our college’s mission, goals and values that the Walla Walla Community College Library applies for the ACRL Excellence in Academic Libraries Award.

WWCC mission & goAls Walla Walla Community College inspires students to discover their potential and to achieve their goals by providing diverse and challenging learning opportunities.

to accomplish this mission, our outcome goals are to: • Encourage and support life-long learning. • Prepare students for transfer to four-year

institutions. • Prepare students for the 21st-century work force. • Strengthen basic skills of students. • Serve as a leading partner in strengthening

communities.

our process goals are to: • Embrace relevant technologies. • Provide services that support student learning. • Hire, develop and retain highly qualified

personnel. • Value and promote diversity and multiculturalism. • Collaborate with public and private partners. • Acquire and maintain high quality facilities.• Pursue additional sources of funding

WWCC librAry mission: The library connects our community with information resources and, with an active instructional focus, develops self-confidence and academic capability in a technologically challenging and multicultural world.

We: • Anticipate and provide access to the

resources and tools students and teachers need to enhance teaching and learning;

• Promote fluency with information literacy and educational technology;

• Provide comfortable, safe library spaces conducive to study, inspiration, collaboration and reflection;

• Contribute leadership and direction in information policy issues such as fair use, intellectual freedom, privacy and access to information;

• Interact with the college and its students and faculty for improved feedback, communication and information flow.

WWCC vAlues We, the Board of Trustees and Walla Walla Community College employees, value:

Learning Opportunities – We value learning and encourage students to acquire a rich and wide body of knowledge, as well as a love of their chosen discipline. We provide an environment that fosters active learning and the support services necessary to help all students achieve their potential. Everything we do is focused on expanding student access, retention and completion.

Integrity – Integrity is an essential component of the common bond within Walla Walla Community College. Efficient accomplishment of institutional goals is based on trust and mutual respect. We value honesty, fairness and ethical behavior.

Sense of Community – We strive to build community. We value a climate where all individuals feel accepted and meaningfully involved in a common cause. We recognize we are interdependent and demonstrate respect for one another.

Teamwork – We value partnerships within the College and with members of the communities we serve. We practice collaboration in plans, actions, and shared results.

Diversity – We oppose all barriers that separate people from opportunities: barriers of socioeconomic status, color, ethnicity, age, gender, sexual orientation, and inexperience with the educational system. We embrace cultural diversity on our campus and in the communities we serve and strive to reflect the global community in our curricula. We seek to attract and nurture a diverse student body, faculty, and staff.

Innovation – Walla Walla Community College values, respects, and rewards the enthusiastic pursuit of new ideas, creative risk-taking, and entrepreneurial endeavors. Encouraging the pursuit of excellence and innovation will help the College prepare students and staff to shape the future. Creativity is one of our most important resources in the 21st Century.

Health and Humor – We value a healthy environment that encourages humor, creativity, and enjoyment of work. We promote health, wellness, and safety within the College and the communities we serve.

Personal and Professional Growth – We value the growth of both our students and staff. We believe that our own engagement in the learning process enhances our ability to enrich our personal lives, careers, and work in the global community.

Excellence – We value superior quality and are dedicated to continued improvement in all of our College programs and services. We practice an ongoing systematic planning and evaluation process to ensure that our programs and services are distinctive, relevant, responsive, and of the highest quality.

Sustainability – Walla Walla Community College values the well-being of our communities and is dedicated to protecting and restoring our resources. We advocate for and demonstrate practices that promote economic and environmental sustainability.

Providing ComfortAble, sAfe librAry sPACes

sanctuary from and to the world.

Sonja Sanders

The Walla Walla Campus library, serving nearly 2500 FTEs, is located on the second floor of the main administrative building and is easily accessible by stairs and by elevator. The circulation desk and the reference desk are conveniently situated steps away from the front doors. Several remodeling projects have addressed the need for additional study square footage as well as separate instructional space which includes a 24-computer Resource Room used for class instruction and a 10-computer Faculty Support Center used by faculty and staff for in-house training and educational pursuits. These classrooms supplement the public use computers and additional circulating laptop computers available to students throughout the library. These computers give the librarians an opportunity for individualized one-on-one assistance to students during their research. A growing trend of students with laptop computers is enhanced by wireless hot spots throughout the facility.

Separate viewing rooms for media and assistive technology are popular. There are areas for group study, quiet study and several areas for lounging. When budgets began growing tighter three years ago, a student group supported the library by purchasing comfortable reading chairs that were placed near the floor-to-ceiling windows in the quiet study area. As seating became more crowded during peak morning hours, we removed unused back issues of periodicals, its corresponding shelving and removed empty microfilm cabinets to create a more open and spacious environment conducive to studying. We offered the microfilm cabinets to other departments for on-campus use. It proved to be not only the “green” course of action, but stirred competition between several departments to be the first to get to the library and claim some great storage units for their programs. It was an effective way to collaborate with some of the professional-technical faculty who don’t come to the library as often as we’d like!

Collaborating with the art department faculty, the library proudly displays a variety of student artwork throughout the facility. Collages, fiber art, watercolors, and oil paintings adorn the walls of the library while pottery

pieces made by students and faculty grace the circulation desk. Working with library staff and their classroom instructor, students in the WWCC digital media class submit graphic designs for consideration to be used as the artwork for the library’s quarterly issued bookmarks. It gives the library another way to showcase our students’ talents and encourages collaboration between departments. This collaboration with the Digital Media Club resulted in an innovative project. The library donates its discarded books to the Club who sells them on an on-line auction site to boost the Club’s treasury. Books that go unsold are placed on a “free for the taking” cart outside the library and tend to disappear quickly.

Constructed ten years ago, the Clarkston Center Library is a modern and spacious facility serving just over 500 FTEs with comfortable seating, student computers, photocopier, scanner, Wi-Fi, study rooms for individual and group study, places to view audiovisual materials, and a staff that warmly welcomes and assists students and faculty who need assistance or research advice. The Clarkston Center library lends projection equipment for students to use in their classroom presentations, and provides technical support and assistance with equipment and programs The Clarkston Library doubles as the on-campus testing center and the Library’s physical proximity to the Tutoring and Learning Center is convenient for students.

Responses from the Community College Survey of Student Engagement (CCSSE) conducted by Walla Walla Community College in 2008 positively affirmed that the library was doing well in providing needed and wanted library resources. When asked, “How satisfied are you with the Library resources (books, periodicals, databases)?” over 78% of the respondents were very or somewhat satisfied. Although we actively seek out faculty requests in our collection development process, we also rely on our students to assist us in our purchasing decisions. By including student participation in our collection development, it insures our collection is relevant and useful.

librariesmakelearninga liberatingexperience.

Mike Anderson

the librAry’s ACtive instruCtionAl foCusStudents at WWCC expect to meet and work with their librarians face to face. They want access to research help and prefer a personalized experience. They need their research to be interesting and engaging and strive to learn from their interactions when they visit their library. Our faculty members want our teaching to meet their course outcomes while introducing the skills that are necessary to complete research assignments. Our librarians want students to take the information literacy skills with them that will serve them not only while they are students, but throughout their lives. These are the guiding sets of expectations that form the foundation of the Information Literacy Program at WWCC. Every classroom interaction, every reference interview, every online web consultation is focused on the need to inspire students, teach outcomes, and foster collaboration with faculty. In the past three years WWCC has made great strides in meeting our IL goals of inspiring exploration, experimentation, and instilling skills for lifelong critical thinking and confidence. We have accomplished these goals by teaming up with faculty, listening to students, working with librarians from all over Washington State, and acting as leaders for outcome and curriculum development at our institution.

During the 2005/06 school year WWCC Librarians were involved in ten formal information literacy instruction sessions. By the end of academic year 2010/2011 we completed one hundred sessions. While the numbers themselves are impressive, what is even more exciting is that these sessions represent collaborations with faculty members from three different campuses, twelve educational divisions and fifteen educational fields. Every one of those sessions represents a relationship built with a WWCC faculty member who discussed course outcomes, learned about IL outcomes, and produced an assignment that would help to meet two sets of educational outcomes while still captivating the students’ imaginations and desire to learn.

We continue to steadily grow our IL program through ongoing partnerships with faculty members to progressively teach the key elements of the ACRL information literacy standards. For example, in fall 2011 one composition instructor is working with one of our faculty librarians to create a stair-step approach to information literacy so that the librarian is partially embedded into three levels of composition courses. The goal of this collaboration is to incrementally teach IL skills within three levels of English composition courses so that students will have more time to grasp and practice these skills. The composition instructor is seeing improvements in her students’ writing as a result of this effort to couple the teaching of writing skills with information literacy skills.

The development of information literacy within our institution requires an iterative process of planning, designing, delivering, and assessing. Feedback from our patrons gives us valuable insight into our successes and failures. For example, a few years ago we realized our patrons were having difficulty

navigating our library home page (based on the number of questions and complaints we were receiving). Therefore, we invited students to “mark up” large printings of the web page so that we could design a page that would be more welcoming, interesting, and helpful for the main users of our site. This process helped us to understand how our students use our website to find information and guided the creation of the new site we developed with student users in mind.

To meet information literacy outcomes, libraries must understand and work within the curriculum of many different disciplines. We support our students through the course outcomes of other instructors while being leaders in the development of institution-wide outcomes. In order to meet our goals of sharing information literacy with students across many different disciplines, WWCC faculty librarians have worked to be recognized as experts in outcomes and curriculum development. We have participated in statewide, local, and national professional development opportunities such as the ACRL Immersion program to learn about developing quality courses. We have also participated in statewide initiatives, such as the Washington State Open Course Library Project, to grow student success through course development and open source materials. The library staff has also hosted training and professional development opportunities about student learning outcomes. Since 2009, the library has played an active role on both the Curriculum and Outcomes Review Committees. Through these activities the faculty librarians have become trusted sources for educational leadership at WWCC. This helps us to integrate information literacy into the outcomes of many classes and ensures that our students have the best possible learning experiences that include both course content and information literacy skills.

We are not alone in our efforts to promote information literacy. Our IL program has benefitted greatly from the “Library as Instructional Leader” Library Services and Technology Act (LSTA) grant that has been active in Washington State’s Community College Libraries for the past five years. Funds from this grant paid for projects like the adaptation of an open source textbook for students, and better collaboration between English department faculty and librarians. In addition, two of our librarians applied for and received the LSTA sponsored Pre-College Information Literacy Research (PILR) grant which covered four quarters of planning, collaboration, and instruction with pre-college reading classes at the WWCC campus. This allowed our two librarians to team up with two pre-college reading instructors to design

books carry you tounspokenplaces.

Ken Sanchez

classroom IL instruction that was woven into the outcomes provided by the faculty members. The continuity of a grant that covered the entire school year allowed for malleability in the assignments as we assessed each assignment during the course of the school year. Many of these students are now familiar with the library, its resources, and its librarians as they enter college level courses. Finally, perhaps the most important benefit of LSTA funds is the opportunity they have given us to draw on the knowledge and expertise of librarians from around the state in developing our rubrics for assessing student learning, developing student centered assignments based on solid learning outcomes, and developing our overall information literacy plan.

A great challenge for our library has been to offer equal services and resources to the students whose classrooms are located within the walls of state correctional facilities. We have spent a good deal of time on collection development with a limited budget, working with faculty to prioritize the resources, and our librarians have visited classes and have held extensive reference interviews with the students. The biggest challenge of working with incarcerated students is not behavioral, but dealing with the fact that inmates are denied Internet access. This means that, in order to meet the information literacy component of the curriculum, we have to physically extract the information ourselves from databases and electronic resources.

For example, when teaching source evaluation, we extract scholarly journal articles along with popular magazine pieces from our online databases and then take them to the students to demonstrate how to determine credible sources. Having them review online sources such as Wikipedia or Google or EbscoHost or any other website is not an option.

One memorable experience with students behind bars was when two of our librarians had the privilege of working with an art appreciation class that was studying the Unicorn Tapestries. We first met with the students to determine their print needs. As we gathered their requested books and articles about medieval life, art and history, we realized that we were unable show them the website of the tapestries’ display at the Cloisters, a branch of the Metropolitan Museum of Art in New York. This sent one librarian to go above and beyond. She contacted the Cloisters and asked if they could provide us with a DVD about the tapestries to show to the incarcerated students. Shortly thereafter we received a complimentary DVD made especially for us to show to the class. When we made our trip back to the class with the print sources, we showed the DVD and we were both invited back to hear the final student presentations. It was a richly rewarding and unforgettable teaching experience for us.

information centralavailable to all students.

Tawnee Payne

While working with this class, the librarians recognized the lack of good art resources in the penitentiary’s library. One librarian worked with a charitable organization, the Distribution to Underserved Communities Library Program, and with direct input from this art instructor, was able to procure a number of free art books for the WSP library to support the art appreciation class. This extra effort produced not only a stronger tie between faculty and librarian but also complimented a neglected collection for no additional funds. The outcome of this effort is a win-win situation that the WWCC Library continually works hard to achieve.

Anadjunct’sguide to thegalaxy.

Cecilia McKean

the librAry And our multiCulturAl WorldThe WWCC Library is dedicated to providing a safe and welcoming learning environment to its diverse base of students. Depending on the quarter, between 12 – 17% of the population of the WWCC student body self-identifies as Latino or Hispanic heritage. The library responded by becoming the first campus department to present signage in both English and Spanish. Now, nearly all signage on campus is bilingual. The library’s informational bookmark, issued each quarter, is printed in Spanish & English, and the library offers bilingual library card applications. It was fun for our library staff to help an English as a Second Language class create a video about their trip to the library: http://www.youtube.com/watch?v=YUClOCT9Tv4

WWCClibrary.intelligenceat yourfingertipsSandra Gonzalez Graham

The Library made a concerted effort a few years ago to upgrade its Spanish language collection by purchasing Spanish language books and English/Spanish bi-lingual books and creating a separate area for them for easy browsing. We also increased our collection of children’s items to include children’s DVDs and books in Spanish. Many of our Spanish-speaking students are setting foot on a college campus for the first time by enrolling in WWCC’s English as a Second Language program. Having DVDs and books available to take home to their children has been very popular. Books and non-print items in Spanish aren’t the only popular items. In the 2010/11 academic year, nearly 15% of the searches in the EbscoHost database were accessed in its Spanish language databases.

The Northwest Commission on Colleges and Universities noted on their Full-Scale Evaluation Committee Report (2005) that, “A notable effort has been made to provide increased access for the community’s Hispanic population with bi-lingual signage and a dedicated Spanish book collection. A number of staff is bilingual. Inclusive efforts have also been made for other populations such as visual learning and the visually impaired.” In addition to permanent Library staff who speak some Spanish, emphasis is placed each year in hiring Spanish-speaking students. By prioritizing diversity in our student hiring practice, the library has modeled diversity of cultures by hiring students from Russia, Mali, the Marshall Islands and Ethiopia.

Working with our ABE (Adult Basic Education) and ESL instructors gave us the impetus to create an Adult Literacy collection. We identified a need to

have adult-level interest books geared toward low level readers. With the help of that faculty, we have increased our general interest Adult Literacy collection and specifically added topics of Latino interest to this group of books. These books are displayed in their own location for ease of browsing when the whole class visits the library.

Acknowledging and understanding that the rich tapestry of WWCC student body is woven from a plethora of life experience, we endeavor to make all students feel welcomed and valued. We not only serve the “traditional” student, but embrace the non-traditional as well. The library

uniquefoundationfor intensecreativethinking.

LaKatherine Stanger

provides specialized tours and instruction depending on its audience. The needs of the high school-aged students enrolled in the Alternative Education Program differ greatly from those students who may have reluctantly enrolled in the Worker Retraining Program after a job loss or the student who is incarcerated in one of the correctional facilities where we teach. One size does not fit all. One-on-one consultation time between the librarians and program counselors, advisors and faculty of our varied programs ensures that each group of students receives the caliber of attention and instruction that it needs and deserves. The work that our staff does with these groups is some of the most rewarding time spent as community college librarians. We celebrate the victories with them as they learn to navigate the transition from timid to assured, and from lost to leadership. We cheer them when they are down and admittedly hold their hands through their educational journey.

ConneCting And CollAborAting With our CommunitiesAs is typical of most community colleges, our students are busy with family and workplace obligations outside the classroom. Many do not have the luxury of spare time to browse the shelves at a local public library or the luxury of spare finances to purchase library privileges from the two private colleges in the area. To make access to additional resources both affordable and timely, WWCC entered into an interlocal agreement with the two local public library entities- the City of Walla Walla Public Library and the Walla Walla Rural Library District- and formed WALNET, the Walla Walla Area Library Network. This agreement between the libraries allows WWCC students to search a shared database and procure items from any of the branches of the three libraries. A daily courier service assures quick delivery of requested items. Sharing the cost of the Integrated Library System helps all libraries financially. Monthly meetings of the WALNET board (two voting members from each library) have produced a mutually beneficial working relationship between professional colleagues. During the calendar year 2010, the measurable outcome of our WALNET consortium, was that WWCC was able to borrow over 900 times from other WALNET members to fulfill our students’ needs.

There are four institutions of higher education within sixty miles of Walla Walla. Potentially, this is a strength for our area librarians because it gives us an opportunity to collaborate on information literacy, teaching of research writing, and student outcomes. Unfortunately, involvement between our institutions has been lacking in the past. In spring 2010, WWCC Library hosted our first ever Writing and Research in Teaching Exchange Retreat (WRITE Retreat). At this day long mini-conference, librarians and writing faculty from WWCC, Walla Walla University, Whitman College, and Columbia Basin College were invited to gather at the WWCC campus to talk about the teaching of writing and research and how we can support each other in developing strong, outcomes based lessons. It pleased us that sixteen people from three colleges attended the retreat. WWCC hopes to continue to offer this event because it fosters connections between the writing faculty and librarians in our area institutions.

Recently, we solicited student feedback in the form of creative expression through our “Six Word” campaign. We asked our patrons to share their memories, impressions, or experiences – good, bad, indifferent, or ugly – of the WWCC library, in the form of a six-word memoir. We introduced the concept in several ways- directly to selected classes, working with the faculty to integrate it into an assignment; electronically via our library webpage, the library’s Facebook page and campus email; and with a sandwich board placed near the reference desk that students could write on as they passed by. It is amazing what one can learn from just six words!

Contributing leAdershiP And direCtionThe library staff currently serves or has served in the following campus capacities:

Honors Committee, Faculty Senate (past president), College Council, Curriculum Committee, Educational Effectiveness Committee, eLearning Committee, Safety Committee, AAWCC (American Association of Women in Community Colleges) (past president), Self-Study Steering Committee, Diversity Committee, Tenure Review Committee, Bookstore Advisory Committee, Library & Media Directors Council, Book Group Facilitator, Commencement Committee, Outcomes Review Committee, WALNET board.

We have volunteered at the WWCC Foundation fundraisers for student scholarships including the Summer Musical, and Entwine benefit, judged a student talent show and rated Culinary students’ offerings, sung in campus choirs, created and conducted a trivia contest at divisional end-of-year celebration, driven students on educational field trips, entered a student club chili cook-off, and attended countless sporting events, drama productions, and art shows. We have made ourselves visible to the WWCC community at many levels. Our students find us approachable and friendly, and after breaking down those intimidated-by-the-library barriers, we can get right to work proving ourselves to be a knowledgeable, professional and indispensable information resource.

Though the WWCC travel budget has been bleak, we have found creative ways to attend conferences including the National ACRL Conference in Seattle, WALE (Washington Association of Library Employees) conferences, WLA conferences, Joint OLA/WLA ACRL conferences, and Immersion. Some staff have earned scholarships and others have had their registration fees waived by becoming a presenter. Some have been granted staff training funds. The library staff frequently attends on-campus professional development presentations- sometimes as learner, sometimes as teacher. Creative financial thinking has helped us stay up-to-date in an ever-changing environment

interACting With students, fACulty And stAff Twenty years have passed since the library replaced the card catalogs with OPACs. At the time, computer use was still relatively foreign to library patrons- students and staff alike. The library wanted an opportunity to reach out campus wide and introduce our colleagues to the beauty of an automated system. We held a Valentine’s Day open house for all WWCC employees- complete with food normally banned from the library- to casually demonstrate how the newfangled computers worked. Today, we still host our Valentine’s Day Open House with a buffet of appetizers and sweet treats and we have added “giveaways” such as pens, pencils or bookmarks to the festivities. For our 2010 open house, we purchased “READ” wristbands in multiple colors. For our last open house, our order of “I Love My Library” buttons caught the attention of the ALA Graphics staff. After describing to the ALA Graphics representative how we used them, she asked for permission to use our story in their future catalogs. It’s just another tool to get people in our door and interacting with us in a fun way while promoting the library. It’s a great feeling to see others around campus proudly wearing their buttons.

The WWCC Library has been open and responsive to our students’ needs. Student response to the expansion of library’s databases has been overwhelmingly positive. Last year, over 40,000 searches in EbscoHost and ProQuest, two of the library’s most-used subscription databases, allowed students to conduct research across a wide array of class offerings. The 24/7 chat reference offered by OCLC’s QuestionPoint has been a popular product used during the hours that our library is closed. We have engaged countless students in numerous face-to-face instructional sessions. Books have circulated and no-charge interlibrary loans have been furnished. The photocopiers, printers and computers are well used. Cash-strapped students appreciate the library’s “no late fees” policy.

With direct student input, the Library’s website has undergone dramatic changes in the last few years. We have added to our subscription-based online resources and made the webpage easier to navigate. Students can now request a library card online or submit an interlibrary loan request electronically. They are able to place their own holds and renew items from any computer. Our faculty uses the webpage to place materials on E-Reserves or make book purchase recommendations. The online library research guides were developed by close collaboration between librarians and faculty members. These have proven popular with both students and faculty. But whether it’s teaching a professional development seminar or collaborating on information literacy, what truly sets the WWCC library apart from its peers is the personal touch.

The WWCC library staff, small but mighty, is rich in experience and expertise, and demonstrates dedication beyond the average. Our reference librarian has more than 30 years with the college library.

The Interim Library Director began her library career as a Library Office Assistant in 1990 and she and the Clarkston paraprofessional both earned their MLS degrees while working full time in their classified positions. One of our paraprofessionals not only has 20+ years experience in the WWCC Library, but she and the second paraprofessional are both former library student employees! We have been exceedingly fortunate to welcome the infusion of new and innovative methods by the other two Faculty Librarians, who both came to the WWCC Library in recent years as relative newcomers to the field. They have challenged us to think creatively and not fall into the “but we’ve always done it this way” trap. In our occasionally isolated rural setting, we have had the good fortune to round out our staff by hiring two part-time library technicians who each brought diverse library experience with them.

We could not do what we do without the strong leadership and support from the administration of Walla Walla Community College. It sets an example by providing innovative educational opportunities to a diverse student population. The administration listens and responds to the needs of the library in its quest to provide an outstanding academic experience to its students. It has set the bar high in tackling opportunities head-on in what are challenging times. It inspires us to be better, to be innovative and to always be there to meet students’ needs. We are confident in the role the library plays in accomplishing our institution’s mission. We at Walla Walla Community College are committed to our students’ success. Whether that success is learning English, achieving a transfer degree or accomplishing the certificate that will allow a student to earn a living wage, we actively contribute to and inspire lifelong learning. The WWCC Library doesn’t produce FTEs, but we enhance and strengthen the students’ quality educational experience by having interacted with them, encouraged them and taught them.

Earlier, we mentioned our use of the six-word project, a new and unique assessment and marketing tool aimed at soliciting responses from our students, staff and faculty. We asked our WWCC community to tell us their library story in six words- just six words. The responses came back to us from all corners of the campus. Most came in English, but some came in Latin & Spanish. We have shared some of those responses with you throughout our application document. We hope these responses have given you pause to think and to reflect on our narrative that we feel is illustrative of our commitment to and fulfillment of the WWCC Library’s Mission.

“our library. opening doors. expanding minds.”

librAry stAff & misCellAneousWAllA WAllA CAmPus

Stacy Prest Interim Director of Library Services

Jim Rice Reference Librarian

Quill West Instructional Librarian (2/3 time)

Jana Lu Williams Faculty Librarian Part-time (1/3 time)

Janelle Meier Library & Archive Paraprofessional 6

Jenny Taylor Library & Archive Paraprofessional 2 (FT, cyclic)

Corinna Whitehurst Library Technician, Part-time (cyclic)

Christopher Eckstadt Library Technician, Part-time

ClArkston CAmPus stAffJackson Vance

Library & Archive Paraprofessional 5

We Are honored to Provide letters of suPPort from:

Walla Walla Campus:

Steven L. VanAusdle, President

Marleen Ramsey, Vice President of Instruction

Marilyn D. Galusha, Director of Nursing Education

Susan Palmer, Sociology Instructor

Bobbi Hazeltine, Assistant Athletic Director, Head Women’s Basketball Coach

Joe Field, Current WWCC Student

Jean Punkey Adams, WW County Rural Library District Executive Director and WALNET Chair

Clarkston Center:

Janet V. Danley, Director

Lori Loseth, Science Instructor

Virginia McConnell, English Instructor

Sonja Sanders, Transitional Studies Instructor

WebsitesWWCC Website www.wwcc.edu

WWCC Library Website www.wwcc.edu/library

Direct link to WWCC Library Information Literacy plan http://www.wwcc.edu/CMS/index.php?id=3807